Embed Size (px)
Citation preview
CBC1501/201/2/2017
Tutorial letter 201/2/2017
Communication in Business Contexts
CBC1501
Semester 2
Department of Communication Science
IMPORTANT INFORMATION:
This tutorial letter contains the feedback for
Assignment 01 and Assignment 02: Semester 2
2
CONTENTS
PAGE
1 INTRODUCTION ....................................................................................................... 3
2 FEEDBACK ON ASSIGNMENT 01 .......................................................................... 4
2.1 General comments .................................................................................................. 4
2.2 Answers and feedback ........................................................................................... 5
3 FEEDBACK ON ASSIGNMENT 02 ........................................................................ 24
3.1 General comments ................................................................................................ 24
3.2 Answers and feedback ......................................................................................... 25
4 CONCLUSION ........................................................................................................ 41
SOURCES CONSULTED .................................................................................................. 41
CBC1501/201 CBC 1501/201
3
1 INTRODUCTION
Dear Student,
We hope that you have enjoyed your studies in Communication in Business Contexts
(CBC1501) thus far. Please note that tutorial letters are important and intended to assist
you in understanding the content of this module better, as well as to prepare you for the
final examination. Therefore, it is important to read all your tutorial letters carefully and
keep them in a safe place for future reference.
You will remember that Tutorial Letter 101/3/2017, which you received when you
registered for CBC1501, contained the two compulsory assignments for this module. This
tutorial letter deals specifically with general feedback on and answers to these two
assignments for Semester 2. You should have received the following tutorial letters for
this semester:
Tutorial Letter 101/3/2017
Tutorial Letter CMNALLE/301/4/2017
Tutorial Letter 102/3/2017
Tutorial Letter 201/2/2017 (this tutorial letter)
Digital copies of all tutorial letters are available on myUnisa.
If you have any enquiries regarding this module, please refer to your Tutorial Letter
101/3/2017 to ascertain which department to contact in the university, depending on the
nature of your enquiry. Remember that you are welcome to contact the lecturers if you
have any content-related enquiries.
Contact details are as follows:
Mrs Ashiya Abdool Satar
Module coordinator
Telephone: 012 429 4203
E-mail: [email protected]
4
Should you be eligible for a SUPPLEMENTARY examination, you will have to write it in
May/June 2018. Please contact the module coordinator/lecturer about a month before the
supplementary examination in order to receive a new tutorial letter applicable to the
May/June 2018 examination, as the tutorial letter that you are reading now will no longer
be relevant.
If you cannot reach the module coordinator/lecturers or if you need to leave them a
message, please contact one of the departmental secretaries:
Mrs Martha Malefo
Tel: 012 429 6565
E-mail: [email protected]
Ms Annelize Vermeulen
Tel: 012 429 6016
E-mail: [email protected]
2 FEEDBACK ON ASSIGNMENT 01
2.1 General comments
IF YOU HAVE SUBMITTED THIS COMPULSORY ASSIGNMENT, YOU QUALIFY FOR
EXAMINATION ADMISSION.
Assignment 01 for Semester 1 was due for submission on 21 August 2017. The unique
assignment number that you had to use when submitting this assignment was 848943.
The total maximum marks for this assignment was 100. Each paragraph or essay-type
question had a different mark allocation based on the information required. Assignment 01
contributes 10% to your final mark. Remember that your year mark contributes 20% to
your final module mark; the other 80% is achieved in the final examination that is
scheduled for October/November 2017.
We will now look at the answers to and other guidelines on the questions that were asked
in Assignment 01. Please compare these with the answers that you submitted in your
CBC1501/201 CBC 1501/201
5
assignment. If you did not hand in your assignment, you can still look at the feedback
given in order to enhance your understanding of the content of this module.
When you receive your marked Assignment 01, please take special note of the
personalised feedback given by the marker. This feedback, together with your
understanding of how to approach similar paragraph or essay-type questions, will help you
tremendously in the examination.
Please note that if you did not submit Assignment 01, you will NOT be allowed to sit
for the examination.
For information that is more detailed in this regard, please consult your Tutorial
Letter 101/3/2017.
2.2 Answers and feedback
You first had to read the text below before attempting to answer the assignment questions.
QUESTION 1
REPORT WRITING [25 marks]
Read had to read the scenario and then follow the instructions.
Scenario
You have been asked to write a report on communication problems at an old age home
and Frail Care Centre. Towards the end of your report, you type the following:
4 FINDINGS
4.1 Although most of the residents are confined to their rooms – or even to their beds
for reasons of frailty – nurses, catering staff and cleaners communicated by loudly
shouting instructions and comments to one another in the passageways.
4.2 Although most of the residents were born in the 1920s or 1930s, nurses and nurse
aids tuned the radio in the communal lounge area to a station of their choice –
Pop, Gospel or Soul.
4.3 Nurses and nurse aids shouted at residents, addressed them in simplistic ‘baby’
language, or not at all.
6
Instructions
You had to write the conclusions and recommendations that should follow from these given findings.
Break-down of mark allocation for Question 1:
Provide an appropriate heading/title (3)
Use the report format (5)
Provide three (3) relevant and logical conclusions (6)
Provide three (3) relevant and logical recommendations (6)
Write fluently and grammatically correct (5)
Let us now look at the breakdown of the mark allocation for this question:
Criterion 1: Format and layout (8)
As per the instructions of this question, no introduction nor the terms of reference were
required. However, the use of the correct format for a short report and the adherence to
the stylistic requirements of such a report should have been evident. If you tabulated the
report, you would have received 0 for the format and layout criteria. These requirements
should have included:
1.1 Title/heading [3]
[please see exemplar on page 8 for clear examples]
An appropriate heading/title should have been provided (1 mark)
Formatting: title/heading had to be presented as a first-level heading (1/2 mark)
The name of the organisation should have been clearly stated (1 mark)
Formatting of the name of the organisation had to be presented as a second-level
heading (1/2 mark)
1.2 Subheadings, numbering, and alignment [3]
[please see exemplar on page 8 for clear examples]
Appropriate sub-headings had to be provided in the correct format [first-level heading
format]. These heading should be written as follows: FINDINGS, CONCLUSIONS,
RECOMMENDATIONS (1 mark)
First-level numbering should have been correctly presented, i.e. 4, 5, 6 (1/2 mark)
Second-level numbering should have been correctly presented 4.1, 4.2, etc. (1/2 mark)
All numbering should have been formatted and aligned correctly (1 mark)
CBC1501/201 CBC 1501/201
7
1.3 Formal tone [1]
You should have written in the third person as far as possible (1 mark)
1.4 Rewriting the findings [1]
You should have rewritten the findings as given in order to present the logical links
between all sections. You could not have reached conclusions without the relevant
findings. Therefore, you had to present these findings in your report (1 mark)
An example of an expected format for a short (abridged) report appears as follows:
**NB: xxxxxxxxxxxxxxx – indicates a line break, before the commencement of subsequent
text
8
FORMAL REPORT: COMMUNICATION PROBLEMS EXPERIENCED BY THE ELDERLY
Old Age Home and Frail Care Centre
xxxxxxxxxxxxxxx
4 FINDINGS
4.1 Although most of the residents are confined to their rooms – or even to their beds for
reasons of frailty – nurses, catering staff and cleaners communicated by loudly
shouting instructions and comments to one another in the passageways.
4.2 Although most of the residents were born in the 1920s or 1930s, nurses and nurse
aids tuned the radio in the communal lounge area to a station of their choice – Pop,
Gospel or Soul.
4.3 Nurses and nurse aids shouted at residents, addressed them in simplistic ‘baby’
language, or not at all.
Xxxxxxxxxxxxxxx
5 CONCLUSIONS
5.1 There are many disturbances created in the nursing home due to the careless
communication behaviours of staff.
Title / heading
The title could be different, as long as it captures the subject and is relevant - should be written as a first-level heading
Name of organisation
Should be written as a second-level heading
Findings –
Had to be rewritten as given, in order to write up logical and
relevant conclusions and recommendations
Conclusion 5.1 MUST be linked to finding 4.1 and so on… -
please see the first example to get an idea of what is expected of
students
Introduction and terms of reference
were not required for this question
CBC1501/201 CBC 1501/201
9
5.2 ____
5.3 ____
xxxxxxxxxxxxxxx
6 RECOMMENDATIONS
6.1 Staff at the old age home need to be trained in communicating in a more respectable
and careful way, so as not to disturb the aged residents at the centre.
6.2 ____
6.3 ____
Recommendation 6.1 MUST be linked to conclusion 5.1 and so
on… - please see the first example to get an idea of what is
expected of students
Take note of the numbering format and the alignment of text for each section.
There should be NO brackets after numbering. The numbering and headings
MUST be exactly as in this example
10
Criterion 2:Content (12)
2.1 Conclusions [6]
[see example above]
Content: You had to provide 3 relevant conclusions that were derived from the given
findings and the scenario. 1 mark was awarded per relevant conclusion (3 marks)
Logical links: Each conclusion had to be directly and logically linked to each finding.
1 mark per logical conclusion (3 marks)
2.2 Recommendations [6]
[see example above]
Content: You had to provide 3 relevant recommendations that were derived from the
conclusions and the scenario. 1 mark was awarded per relevant recommendation
(3 marks)
Logical links: Each recommendation had to be directly and logically linked to each
conclusion. 1 mark per logical recommendation (3 marks)
Criterion 3: Fluent and grammatically correct writing (5)
3.1 Writing fluency and grammar (2.5 marks)
o You had to maintain flawless, logical and coherent articulation of ideas.
o Ideally, excellent sentence construction, tense, and grammatical correctness should
have been evident.
3.2 Spelling and punctuation (2.5 marks)
o The ideal was to have excellent spelling, and no punctuation errors.
CBC1501/201 CBC 1501/201
11
QUESTION 2: STANDARD OPERATING PROCEDURE (SOPs) [25 marks]
You had to read the scenario and then follow the instructions.
Scenario
A friend of yours is administratively challenged. He never files any papers and can never
find the documents that his accountant wants when she comes to fill in his tax return. He
never knows where his passport is, or his children’s birth certificates. He frequently throws
away important receipts, believing them to be junk. He never reads his bank statements,
but throws them into a box unopened. He sends invoices to clients, but does not have a
way of checking when or if invoices are paid.
Instructions
You had to write a set of standard operating procedures (SOPs) for your friend to follow so
that he can maintain his affairs in good order. As you were writing these instructions for a
friend, you only had to give your SOP a heading, describe its purpose and then set out the
procedure – there was no need to give the ‘scope’ or ‘affected departments’.
Break-down of mark allocation for Question 2:
Provide a heading and purpose (3)
Make use of correct format (3)
Use imperatives/commands with instructions that are relevant and purpose-designed
(14)
Write fluently and grammatically correct (5)
Let us now look at the breakdown of the mark allocation:
Criterion 1: Format and layout (6)
1.1 Heading and purpose [3]
o You had to present a clear and appropriate heading, for example, “HOW TO
MANAGE ADMINISTRATIVE TASKS AND FILING IMPORTANT DOCUMENTS”.
(1 mark)
o The title/heading had to be presented as a first-level heading (1/2 mark)
o You also had to present an explicitly expressed purpose for your document, for
example, “The purpose of these instructions is to give you a method to assist you in
dealing with all administrative related tasks, storing of all related records and
maintaining an organised filing system”. (1 mark)
o The subheading “purpose” had to be presented as a second-level heading (1/2 mark)
Limited instances of the first person could be used as this document was
intended for a friend.
12
1.2 Procedure, numbering, and alignment [3]
o You had to state the heading “procedure” and present it as a second-level heading,
before setting out the imperatives. (1 mark)
o The instructions as set out in the SOP should have been numbered (1, 2, 3, etc.) - no
brackets should be used after numbering. (1 mark)
o The imperatives had to be aligned appropriately in line with numbering (1 mark)
The name of the organisation, scope, and affected departments were not required as
these SOPs were written for a friend in his personal capacity, and not for an
organisation
CBC1501/201 CBC 1501/201
13
Example of an acceptable SOP document:
HOW TO MANAGE ADMINISTRATIVE TASKS AND FILING
IMPORTANT DOCUMENTS
Purpose
The purpose of these instructions is to give you a method to assist you in
dealing with all administrative related tasks, storing of all related records
and maintaining an organised filing system.
Procedure
1. Place all unopened mail in the tray marked “incoming mail” on your
desk.
2. File all invoices in the grey folder immediately.
3. Ensure that you file all tax returns in the green file
4. Create an excel spreadsheet to record all payment related data for
tax purposes.
5. _______________________
6. _______________________
7. _______________________
8. _______________________
We want this heading written as a first-level heading
– students have been informed
We want these headings to be written
as second-level headings– students have been informed
The name of the organisation, scope, and affected departments were not required as these SOPs were
written for a friend in his personal capacity, and not for an organisation
14
9. _______________________
10. _______________________
11. _______________________
12. _______________________
13. _______________________
14. _______________________
CBC1501/201
15
Criterion 2: Content (14)
2.1 Imperatives / commands [14 marks]
Imperatives should have indicated relevant and purpose-designed instructions. 1
mark was awarded for each SOP.
Your instructions had to be phrased as commands by using the imperative. For
example, “Use the grey files for all tax returns” or “Keep track of all appointments in
your personal diary”.
Your instructions should have been highly likely to guide and support your friend with
his administrative issues. Instructions should have been related to coping with
invoices, filing, record-keeping, and appointments and should have employed a step-
by-step sequence.
Each SOP had to:
be relevant to the scenario; therefore procedures had to pertain to the administrative
tasks related to filing, invoicing, and managing client records.
contain an imperative/command (words such as such as do, ensure, lock; keep etc.)
be stated in a methodical and systematic manner.
.
Criterion 3: Fluent and grammatically correct writing (5)
3.1 Writing fluency and grammar (2.5 marks)
o You had to maintain a flawless, logical and coherent articulation of ideas.
o Ideally, excellent sentence construction, tense, and grammatical correctness should
have been evident.
3.2 Spelling and punctuation (2.5 marks)
o The ideal was to have excellent spelling and no punctuation errors.
16
QUESTION 3: DESCRIPTIVE ESSAY [35 marks]
You had to read the scenario and then follow the instructions.
Scenario
Rob is a young man, who is reluctant to share his feelings with others. He is especially
unwilling to communicate and maintains a distance with his manager Muhammed, who
wears a long garment, paired with a long beard.
The willingness to share beliefs, ideas and feelings is known as self-disclosure. Write a
descriptive essay on ‘self-disclosure’.
Break-down of mark allocation and additional guidelines for question 3:
Display evidence of brainstorming and planning in writing (3)
Appropriate heading/title (2)
Logical organisation of the answer (3)
Format and structure of an essay (3)
Correct balance of theory and practical application in the discussion of:
Self-disclosure (2)
Identifying and discussing the interpersonal communication style used by Rob in the
scenario. (5)
The communication style Rob should use in the scenario provided, answer
motivated.
(6)
Discuss the flaws in reasoning and perceptual differences that affects Rob’s
communication style. (6)
Fluent and grammatically correct writing (5)
Your essay should have been approximately 2 pages in length.
Let us now look at the breakdown of the mark allocation for this question:
CBC1501/201
17
Criterion 1: Format and layout (11)
Essay writing requires a thorough thought process. Brainstorming and planning in writing
shows that students have thought about their essay format and structure critically as well
as about the opinions required by the essay question.
1.1 Brainstorming and planning [3]
An example of a brainstorming or planning process is a mind map, or a list of ideas.
o No specific method is required, but but needed to provide evidence of brainstorming
and planning in writing. (3 marks)
o You would have lost three marks for lack of evidence or if your plan did not display a
logical breakdown of ideas.
o The planning HAD to reflect a logical breakdown of ideas/concepts/themes presented
in the essay
1.2 Appropriate title/heading [2]
o You had to provide an appropriate title or heading that reflects the topic (1 mark)
o The heading should have been presented as a first-level heading (1 mark)
1.3 Logical organisation of the answer and structure [6]
Logically organising and structuring this answer required you to provide three logical
segments of an essay. You had to include an introduction, a body and a conclusion; and
had to display strong cohesion in your answers by linking ideas together. In other words,
paragraph breaks/information chunking had to be logical. In other words, you had to make
use of your writing skills (from the planning stage right through to the final proofreading
stage) in order to be able to present a focused and well-rounded essay (Du Plessis,
Dowling & Steinberg 2009:98-116). The purpose of the essay had to be clear, and had to
be linked to the outcome that is to be achieved (expressing your own opinion on the
scenario’s topic). The structure should therefore comprise of the following:
18
o Introduction
This includes introductory remarks meant to lead the reader to the content that is to
follow. An impression mark of up to 2 was awarded for the content of the
introduction as per instructions provided. (2 marks)
o Body
The body should have had approximately two to six paragraphs, and it should have
contained the bulk of the argument or debate, the content of which was assessed in
criterion 2 below. In this section, the logical flow and structure of the body was
assessed (2 marks)
o Conclusion
This should have had concluding remarks that summed up the essay. An impression
mark of up to 2 was awarded for the content of the conclusion. (2 marks)
There should have been no headings/subheadings NOR numbering in this short essay. A
maximum of 3 marks was subtracted if any/all of these aspects were present (-3 if
applicable)
If there is evidence of plagiarism or lack of in-text referencing a further maximum of
3 marks would have been subtracted (-3 if applicable)
Criterion 2: Content (20)
Correct balance of theory and application in the discussion of the topic
Theory plays an important role in essay writing, and the flow of the discussion would have
revealed if you understood the application of theory. You had to write an essay based on
the scenario provided, by discussing the theories related to self-disclosure, the
communication style Rob uses in his communication with his manager, and the perceptual
inaccuracies and flaws in reasoning that shape his communication style. You could have
touched on aspects of self-esteem to substantiate your arguments as well, although this
was not required nor indicated in the mark allocation per se, as self-esteem, self-
disclosure, and communication styles are related concepts that influence interpersonal
communication in the workplace. In order to answer this question, you had to balance
theory and application in your writing. You had to include the following aspects:
CBC1501/201
19
2.1 Self-disclosure [2]
✎ You had to discuss the concept of self disclosure theoretically (2 marks)
✎ You should NOT plagiarise, but should rather paraphrase theory from the sources
consulted. Marks were subtracted where plagiarism was detected!
2.2 Interpersonal communication style used at present [5]
You had to discuss Rob’s interpersonal communication style (which is that of a closed
communicator (Du Plessis et al 2009:168). Marks were awarded as follows
2.5 marks were allocated to theory (i.e. a theoretical discussion of a closed
communicator) ,and
2.5 marks were allocated for application (i.e. explaining why Rob is a closed
communicator according to his behaviour).
2.3 Interpersonal communication style that should be used (expected) [6]
You had to discuss the appropriate interpersonal communication style that Rob SHOULD
have rather used (which is that of an open communicator (Du Plessis et al 2009:168).
3 marks were allocated for theory (i.e. a theoretical discussion of an open communicator) ,and
3 marks were allocated for application (i.e. explaining how Rob could become an
open communicator).
2.4 Flaws in reasoning and perceptual differences affecting Rob’s communication
style [6]
You had to discuss the perceptual differences and flaws in reasoning that cause Rob to
display a closed communication style to his manager (Du Plessis et al 2009:15). Marks
were awarded as follows
3 marks were allocated for theory. That is, a theoretical discussion of perceptual
flaws in reasoning related to this scenario. This could have included a discussion
of differences in background, and culture, which is reflected through what is
20
visible. This also triggers the subjective biases and attitudes towards people of
different cultural and religious backgrounds. 1 mark for each aspect of the theory
stated appropriately (background/culture, subjective attitudes, and visible signs
and symbols that add to biases) (3 x 1 mark)
3 marks were allocated for application (i.e. how Rob uses generalisations,
stereotyping and prejudices based on the way Muhammad looks, and discussing
how flawed this reasoning is). 1 mark for each aspect of the application
(background/culture, subjective attitudes, and visible signs and symbols that add
to biases/stereotypes/judgements) (Du Plessis et al 2009:122) (3 x 1 mark)
Criterion 3: Fluent and grammatically correct writing (5)
3.1 Writing fluency and grammar (2.5 marks)
o You had to maintain flawless, logical and coherent articulation of ideas.
o Ideally, excellent sentence construction, tense, and grammatical correctness should
have been evident.
3.2 Spelling and punctuation (2.5 marks)
o The ideal was to have excellent spelling and no punctuation errors.
SELF-ASSESSMENT AND SELF-REFLECTION QUESTIONS [5 marks]
You had to answer the following questions in full sentences. Each question was worth one
(1) mark.
1 What have you learnt (what knowledge have you gained) by doing this assignment?
2 What skills, abilities and orientations (attitudes and values) have you acquired?
3 Which strengths can you apply in your future life and work environment?
4 To which shortcomings will you need to pay attention in the future?
5 To what extent have you achieved the learning outcomes formulated for this module?
(Please specify the exact learning outcomes you have achieved – see section
2.2, on page 8 of tutorial letter 101/3/2017.)
The self-assessment and self-reflection questions were not based on any module content
(theory or the application thereof); therefore, there are no right or wrong answers. The aim
of this section was merely to provide you with an opportunity to reflect in a focused manner
CBC1501/201
21
on your journey in this module thus far. If you answered the questions – provided that you
answered reflectively and in full sentences – you would have been awarded the marks.
Remember that you were required to answer what the questions asked, for example, in
question 5, you actually had to refer to the learning outcomes of the module.
TECHNICAL PRESENTATION [10 marks]
In order to understand and comply with the technical requirements for this assignment, you
had to refer to the relevant sections in Tutorial Letter 301 (CMNALLE/301/4/2017). A list
of applicable technical presentation criteria was supplied in Tutorial Letter 101/3/2017 to
indicate the sections on which you had to focus.
You would have earned two (2) marks for each of the following technical presentation
areas that was present and correct in your assignment: personal declaration of own
work, table of contents, overall assignment introduction, overall assignment conclusion,
and a complete list of sources consulted. Please pay special attention to the marker's
personalised feedback given in your assignment, which will indicate the technical
presentation aspects that you need to work on. You had to adhere to/incorporate five
technical presentation requirements in your assignment. Each of these requirements
needed to be present AND correct in order to earn two (2) marks:
Personal declaration of own work (2)
This declaration should be placed after the cover page of the assignment and before the
table of contents. (The incorrect placement of the declaration in the assignment is NOT a
reason to not earn the mark, however.) The wording of the declaration, which should be
precise, is as follows:
DECLARATION
I, the undersigned, hereby declare that this is my own and personal work, except where
the work(s) of others have been acknowledged by means of reference techniques.
I have read and understood Tutorial Letter CMNALLE/301/2017 regarding technical and
presentation requirements, referencing techniques and plagiarism.
22
Signature: ………..………
Name: A Anonymous
Student number: 123456789
Date: 21 August 2017
Witness: …….…………..
Note that if the assignment is in electronic format (not hand written), then it is acceptable
to provide a typed-out name for both the student and the witness's signature (should you
not have access to scanned copies of signatures).
The mark awarded for technical presentation was dependent on whether the declaration’s
wording is PRECISE, and whether the details have been FILLED IN (student signature,
student name, student number, date and a witness’s signature).
Table of contents (2)
The table of contents for this assignment should ideally look like the examples set out
below. The table of contents had to be placed after the cover page of your assignment.
You would not have earned any marked for the incorrect placement of the table of
contents.
Either of the following two formats is acceptable:
TABLE OF CONTENTS
CONTENT PAGE
1 INTRODUCTION 1
2 QUESTION 1: REPORT 1
3 QUESTION 2: STANDARD OPERATING PROCEDURES 2
4 QUESTION 3: ESSAY: SELD-DISCLOSURE 3
5 CONCLUSION 5
SELF-ASSESSMENT AND SELF-REFLECTION QUESTIONS 5
SOURCES CONSULTED 6
OR
CBC1501/201
23
TABLE OF CONTENTS
CONTENT PAGE
1 INTRODUCTION 1
2 REPORT 1
3 STANDARD OPERATING PROCEDURES 2
4 ESSAY: SELF-DISCLOSURE 3
5 CONCLUSION 5
SELF-ASSESSMENT AND SELF-REFLECTION QUESTIONS 5
SOURCES CONSULTED 6
Please take note of the heading presentation (bold, capital letters, and numbering) and the
inclusion of page numbers. The headings, their numbering and the page numbers used in
the table of contents must correspond with the information contained in the assignment. If
subheadings (1.1 or 1.1.1 levels) were used (although these were not necessary to
include), these should have been formatted as follows in the table of contents and in the
assignment:
Overall assignment introduction (2)
You should have included an overall assignment introduction before you started to answer
the individual assignment questions. Do not provide a separate introduction for each
individual assignment question, unless expressly stated in the case of an essay, for
example. Ideally, the introduction should introduce the assignment as a whole and allude
to the content/topic of the individual assignment questions. One paragraph of writing is
normally sufficient.
Overall assignment conclusion (2)
24
You should have included an overall assignment conclusion at the end of your
assignment. Do not provide a separate conclusion for each individual assignment
question, unless expressly stated in the case of an essay, for example. Ideally, the
conclusion should round off the assignment as a whole and provide a short summary
(main points mentioned) of the content/topic of the individual assignment questions. One
paragraph of writing is normally sufficient.
List of sources consulted (2)
The list of sources consulted should have been arranged in alphabetical order and
formatted correctly. The MINIMUM sources that MUST be included in the list of sources
consulted are the prescribed book, the study guide, Tutorial Letter 101 and Tutorial
Letter 301. The correct formatting and presentation of these sources are as follows:
Du Plessis, D, Dowling, F & Steinberg, S. 2009. Money talks: communication in business
contexts. Johannesburg: Heinemann.
University of South Africa. Department of Communication Science. 2013. Communication
in business contexts: Only study guide for CBC1501. Pretoria.
University of South Africa. Department of Communication Science. 2017. Communication
in business contexts: Tutorial Letter 101/2017 for CBC1501. Pretoria.
University of South Africa. Department of Communication Science. 2017. Guidelines and
information regarding your studies: Tutorial Letter 301/2017 for CMNALLE. Pretoria.
REMEMBER:
If you require any additional information or explanations about any of the questions in this
assignment, consult the relevant sections in your prescribed book and study guide.
3 FEEDBACK ON ASSIGNMENT 02
3.1 General comments
Assignment 02 for Semester 1 had to be submitted on or before 29 September 2017. The
unique assignment number that you had to use when submitting this assignment was
785548. Each multiple-choice question counted one mark and a total of 25 questions had
CBC1501/201
25
to be answered. The total marks awarded were 25. This assignment contributes 10% to
your final mark.
We will now look at the correct answers to the questions in Assignment 02. Please
compare these answers with the answers that you submitted in your assignment. Once
again, if you did not hand in your assignment, you can still look at the feedback given in
order to enhance your understanding of the module content.
3.2 Answers and feedback
In this section, each question in Assignment 02 will be discussed. You will be provided
with the correct options (answers) to the multiple-choice questions, as well as an
explanation of why the option chosen is the correct one. The incorrect options, and why
they were incorrect, will also be discussed. If you require more information on the
feedback given, please consult the relevant sections in your prescribed book and study
guide.
QUESTION 1
Option 2
b c d
The techniques that would assist one in becoming a more confident speaker are
rehearsing (b), never panicking (c), and being positive (d) (Du Plessis et al 2009:7–210).
Therefore, option (2) in the key to this question as it contains the correct combination of
choices. Choice (a) is incorrect, as not preparing much as a speaker would actually create
more anxiety, as you would not know what to speak about and how to manage the time
allocated to you. As a speaker, preparing more material than necessary increases
confidence and reduces anxiety (Du Plessis et al 2009:210). Therefore, all the options
that include choice (a) in the selection of options would be incorrect. Hence, options (1),
(3), and (4) are incorrect .
QUESTION 2
Option 4
Is a two-way transmission of information and meaning from one person or group to
another
Effective communication in the workplace requires an interactive process involving the
sending and receiving of messages, and meaning between recipient and sender (Du
Plessis et al 2009:7). Therefore, option (4) is the key for this question as this option refers
26
to the interactive model of communication, which encapsulates the communication needs
of employees within an organisational context. Communication involves an interactive
process where information, meanings, ideas and feelings can be shared. However,
options (1), (2), and (3), refer to the linear model of communication that describes a one-
way transmission of messages. The linear model is inadequate in an organisational
communication setting, as it disregards the aspect of meaning and feedback in a
communication setting and implies that the recipient is a passive receiver of information.
Hence options (1), (2), and (3) are inappropriate definitions of communication within this
context.
QUESTION 3
Option 2
The recipient is all national and provincial government department heads, and the
channel is circular
In order to answer this question, you had to refer to the given scenario. Du Plessis et al
(2009:9) describe the recipient as an active receiver and interpreter of messages, and
define the channel as the route or the medium “by which messages are transmitted (or
sent) between people in communication.” According to these general definitions, it can be
deduced that the receivers (or recipients) of the message are the department heads of
national and provincial government institutions, while the circular sent out is the medium
through which the message is transmitted. Therefore, option (2) is the key to this
question. In this vein, it would be appropriate to identify the sender as Richard Levin,
Director-General of Public Services and Administration, and the call to use the South
African Qualifications Authority (SAQA) to verify all qualifications as the intended message
he wants to send out. Hence, this identification of the basic components of the
communication process evident in the scenario invalidates options (1), (3), and (4) as
viable choices for this question.
QUESTION 4
Option 2
Experiment
This question requires you to identify the event described in the scenario. Option (3) is
the incorrect expression that can be identified from the list of available options; therefore,
this is the key for this question. The expression in option (3) is incorrect and should
actually read “I feel as sick as a dog,” which means that you feel extremely ill. Options (1),
CBC1501/201
27
(2), and (4) are all correct English expressions, and hence the incorrect options for this
question. In option (1), “he is hands down the best tennis player on the court” means that
that he is without a doubt the best tennis player, while in option (2), “she is feeling rather
down in the dumps after losing the game”, means that she was in a rather depressed, or
gloomy mood due to the loss. Finally, in option (4), “today she is feeling a little under the
weather”, is used correctly, and means that she is feeling unwell or depressed.
QUESTION 5
Option 4
When we have a piece of knowledge, it becomes difficult for us to share our
knowledge with others who do not share our knowledge
In order to answer this question, you had to refer to the given scenario. Option (4) is the
correct answer as the scenario relates to the communication perspective of the event,
which is the frame of reference in this instance that is explained subsequently. According
to Du Plessis et al (2009:9) a frame of reference is the abstract set of basic assumptions
that determines and endorses behaviour. This means that to create understanding
between people in a given context (in this instance between the tappers and listeners in
the experiment involving the popular song), the participants in the communication
exchange have to either share the same frame of reference or be knowledgeable (or
ideally be empathetic) of their differing frames of reference. What has occurred in this
scenario is that the tappers are not empathetic of the listeners’ position in this context (that
is their lack of knowledge of the song’s title). Hence, it becomes hard for the listeners to
understand the position of the listeners, indicating that option (4) is the key to this
question.
Options (1), (2), and (3) relate to the tappers’ state of mind and their position in this context
as they all share the same frame of reference [option (3)], therefore the song tunes are
easy to pick up [option (2)], and they are flabbergasted at how hard listeners need to work
in order to pick up the tune [option (1)]. Therefore, options (2), (3), and (4) are incorrect as
they only refer to one side of the communication context and disregard the listeners in this
context.
28
QUESTION 6
Option 1
Amazed
This question aimed to test how well you can recognise and adjust words in context.
“Context refers to the text that immediately surrounds (precedes and follows) the word or
phrase you are reading. Many words change their meaning according to context” (Du
Plessis et al 2009:36). Option (1) is the correct answer. When looking at the context in
which the word “flabbergasted” occurs, you will note that it can easily be replaced with the
word “amazed” (“...tappers were amazed at how hard the listeners had to work...”).This
question required you to infer the meaning of the word flaggergasted in the context of the
given scenario. You had to read the text carefully to understand the flow of events and the
associated feeling of the tappers towards the listeners. As discussed in the previous
answer (question 5), the tappers were shocked, astonished and surprised to see how the
listeners struggled in this experiment due to their lack of understanding of the listeners’
frame of reference. Therefore, option (1) is the correct answer as the tappers were
“amazed” at the listeners’ lack of association to the tune, which the tappers did not
experience and expected the same from the listeners. Options (2), (3), and (4) are thus
inappropriate options for this question as the tappers were not “confused”, “fearful”, nor
“excited” to see how hard the listeners had to work to pick up the tune. Also, when
considering the other options’ words (“confused”, “excited” and “fearful”), none of these
would be appropriate for the context of the sentence. Although all of the listed possible
options could have replaced the word “flabbergasted” to make a grammatically correct
sentence, all of these options would have changed the meaning of the intended message.
QUESTION 7
Option 3
The deceased was known and greatly loved by the mourners
In Du Plessis et al (2009:8) a message is described as “the content of the communication
or the information that is conveyed during the communication process”. In this question,
option (3) is the correct answer. The scenario states that the professional mourners
perform an action (“We wail and fall to the ground”) that reinforces their intended message
(“You may think that we actually knew the deceased. People at the funeral think that the
person was really loved”). The succinct message that the mourners are thus sending out –
as stated in option (3) – is that the deceased was known and greatly loved by them.
Options (1), (2), and (4) are incorrect as they are all statements of fact that have no
CBC1501/201
29
bearing on the professional mourners, or on their message. What should also be
remembered is that although the professional mourners are employed by Shannon
Makena, their message has nothing to do with her personally, or her personal context.
QUESTION 8
Option 1
The actions of wailing and falling to the ground
When exploring the message element in a communication exchange, one would
automatically also explore how such a message is encoded. Messages are encoded
“using a nonverbal or verbal code that the receiver can understand. The message is
usually a combination of both nonverbal code and verbal code” (Du Plessis et al 2009:8).
Option (1) is the correct answer as it refers to the verbal action of wailing (a code) and the
nonverbal action of falling to the ground (another code). This then denotes the message of
the mourners as identified in the previous question (that the deceased was known and
greatly loved by them). Options (2), (3), and (4) are all incorrect as the scenario never
refers to the elements contained therein. Moreover, options (2), (3) and (4), if they were
applicable to the mourners which they are not, would rather denote channels in the
communication exchange and not how the message has been encoded.
QUESTION 9
Option 2
Other attendees at the funeral
Option (2) is the correct answer as the scenario states that the professional mourners’
message (actions) is intended for the “[p]eople at the funeral” (recipients). The “[p]eople at
the funeral” are thus the attendees at the funeral.
Option (1) is incorrect as the people who want to hire professional mourners are usually
family members or close friends of the deceased and they, presumably, already “knew”
and “really loved” the deceased. The mourners’ message is, therefore, not intended for
them. It can also be argued that people who want to hire the mourners will not necessarily
do so – they only want to, they have not done so yet – and it is also not to say that if they
hire mourners for a funeral that they themselves will be attending the funeral. The
mourners’ message might, therefore, never even reach them.
Option (3) is incorrect because Shannon Makena is the mourners’ employer – once again,
30
their message is not intended for her and she probably does not attend the funerals that
the mourners are hired for. If she does attend the funerals, she will most probably act in
the capacity of a professional mourner, thereby becoming a sender of the message and
not a recipient. Option (4) should have been obviously irrelevant and incorrect as someone
who is deceased (dead) cannot receive any messages sent to them, whether these
messages are intentional, unintentional or even about them.
QUESTION 10
Option 2
Operates in many countries of the world
This question is in a similar vein as Question 6. It aimed to test how well you can
recognise and adjust words in context, as well as your ability to come up with appropriate
synonyms (whether words or phrases) that are context- and focus-specific.
The correct answer is option (2) as “multi-national” means that a company operates in
many countries across the world. Synonyms, with a similar meaning to “multi-national”,
could be “international”, “transnational”, “global” or “worldwide” – all words that could easily
have been used in the scenario. Option (1) is not appropriate as it refers more to the idea
of multi-lingualism, which is incorrect for the context and meaning of the sentence. Also,
the focus of the scenario does not lie with the languages that the company’s employees
across the world can speak. Option (3) is incorrect as the size and level of success of the
company is not being addressed in the particular sentence, but rather the reach of the
company and the tender that they have submitted. Option (4) is also not the most
appropriate substitute, although it does refer to the notion of being “worldwide” or across
the world. The main focus of this option is on how well known the company is, which is not
the focus and context of the sentence in question.
QUESTION 11
Option 3
Offered to supply
Once again, this question is similar to the previous question. The correct option that should
have been identified is (3). In the context of the scenario, we are confronted with a
business offer or bid, and, therefore, the most appropriate response to “tendered” would
have been an offer to supply.
CBC1501/201
31
Options (1) and (2) are similar, but incorrect in this instance. Although it is true that the
word “tender” also refers to being “loving”, “caring”, “affectionate”, “kind”, “gentle”, “warm”,
“compassionate” and “sensitive”, these meanings of the word would not be appropriate for
the context within which it is being used. The company in question was definitely not being
“tender” (kind, sympathetic and gentle) towards government. Also, these are human
qualities, not qualities that one would associate with a corporation in a professional
business context. Option (4) is incorrect as companies do not pay for government work
(this would be corruption!). Contract work is, and should be, awarded based on merit and
whether or not the company would be able to supply what is required.
QUESTION 12
Option 3
Be chosen as the person or firm who will do the work
Again, we are dealing with recognising and adjusting words in context.
In this instance, the correct answer is option (3). To “win a contract” is to be chosen as the
person or firm (as is the case in this scenario) who will do the work. When submitting a
tender for a contract, companies will need to show that they possess the skills and
knowledge, as well as resources to be able to complete the task at hand (within the
necessary time frames, budgets and quality specifications). If a company is chosen above
other companies, they have essentially proven that they are the best choice for the job,
and, subsequently, they will “win the contract”. Option (1) is incorrect, although it does
contain a relevant element that is associated with winning a contract, namely money.
When delivering on a contract, it is inferred that a company will be remunerated (paid) for
their products/services. However, this payment will not be in the form of a grant that has
been awarded, as this refers more to a contribution, gift or subsidy, none of which would
be the case in this instance. Option (2) is incorrect due to the fact that contract work is
usually over a specific period of time, thus the period is temporary and not permanent.
Permanent employment is, therefore, not applicable to the scenario. Option (4) is incorrect
as no mention is made of a lottery in the scenario. Rather, contract work is an intentional
and planned for activity,whereas winning the lottery is based on chance and luck.
32
QUESTION 13
Option 4
Do either option 2 or 3 above
Option (4) is the correct answer as it states that the company is obliged to do either option
(2) or (3). Option (2) refers to investing in South Africa, whereas option (3) refers to
stimulating South African exports. Both of these options are referred to directly and clearly
in the scenario where it states that “[t]his contract has put the company in a position of
having to fulfil obligations by either investing in South Africa or stimulating South Africa
exports”.
Option (1) is incorrect as the imported content in excess of $10 million is already in South
Africa. Thus, the company does not still need to import the content as the wording in this
option suggests. Rather, the focus is on exporting, as referred to in option (4).
QUESTION 14
Option 1
NIPP requires companies awarded contracts in excess of $10 by government or
parastatals to invest in South Africa
Option (1) is the correct answer. The company had to invest in South Africa, as required
by NIPP, because of the size of the contract (“in excess of $10 million”) and because the
contract was between certain parties (the company and “government or parastatals”).
Option (2) is incorrect as it does not differentiate between companies that have been
awarded contracts for less than and in excess of $10 million. NIPP regulations only come
into play for amounts above $10 million. The inclusion of government or parastatals in this
option is, however, correct. Option (3) is incorrect because investing in South Africa is a
by-product or condition of the contract, not the sole purpose for doing business in South
Africa. Option (4) contains a valid and factual statement, however, this statement has no
bearing on the obligations of the company under NIPP regulations. NIPP is not involved in
the tendering or awarding of contract processes, it only becomes involved once the
stipulated regulations come into play and they need to be monitored.
CBC1501/201
33
QUESTION 15
Option 2
“Recent calls for South Africa to nationalise its mines are economically illiterate, but
may gain support.”
This question aimed to test your grammar and general language skills. For detailed
discussions on the options and their respective language rules, please consult Chapters 2
and 3 of your prescribed book and Study Units 2 and 3 of your study guide (Tutorial Letter
501/3/2011).
The correct answer is option (2) as it contains no spelling, grammar or punctuation errors.
Option (1) is incorrect as “you’re” (a contraction for “you are”) should have read “your” (a
pronoun). If you were to insert the full, written out version of “you’re” (to be read as “you
are”) into the sentence, you would see that it is grammatically incorrect. Option (3) is
incorrect as it is the opposite of option (1). “Your” should be “you are” or “you’re” in its
contracted form. Option (4) is incorrect because you do not get comparative or superlative
forms for “different” (there is no such thing as “more different” or “most different”;
something is either different or it is not).
QUESTION 16
Option 1
“you should eat fewer chips and drink less alcohol.”
This question is in much the same vein as the previous question as it also aimed to test
your grammar and general language skills. This question deals specifically with count and
non-count nouns. The word “fewer” denotes people or things in a plural form, which
automatically makes it a count noun – if you can count it, you will know whether or not it is
singular or plural. The word “less” denotes something that cannot be counted or does not
have a plural.
Bearing the above in mind, the correct answer is option (1) – “fewer” chips (a plural form
because you can count the chips) and “less” alcohol (alcohol cannot be counted and does
not have a plural form). Options (2), (3) and (4) are all incorrect because of an erroneous
combination/denotation of “fewer” and “less” with the given nouns.
34
QUESTION 17
Option 1
Chartered accountants in South Africa are required to build up further education
points.
This question is in much the same vein as the previous questions as it, once again, aimed
to test your grammar and general language skills. The focus of this question is to
distinguish between the passive and active voice. Du Plessis et al (2009:69-70) states that
in the passive voice, “the person or thing doing the action is omitted entirely or placed right
at the end of the sentence. In the active voice, by contrast, the person or thing doing the
action is placed at the beginning of the sentence in the subject position”.
Bearing the above in mind, the correct answer is option (1). The reason for this is that the
subject has been omitted from the sentence entirely – who (the omitted subject) requires
chartered accountants in South Africa to build up further education points?
The rest of the given options are all written in the active voice, as the subject is clearly
stated in each sentence. Do note, however, that the subject is not always placed at the
very beginning of the sentence as all of the sentences are not simple sentences. The
subject that can be identified in option (2) is “they”; in option (3), “chartered accountants”;
and in option (4), “accountants”.
QUESTION 18
Option 4
Moving your eyes rapidly around the room so as not to seem like you are staring.
This question aimed to test your understanding of the categories of nonverbal
communication and how these can impact on the self-image and communication
messages that you convey.
The correct answer is option (4). In Du Plessis et al (2009:140), under the nonverbal
category of facial expressions and eye contact, it is stated that a person’s “eyes are
particularly effective for communicating attention and interest, influencing others,
regulating interaction, and establishing dominance. In meetings [like an interview
situation], making eye contact often communicates interest and attentiveness and
indicates an employees’ desire to participate in a discussion. Avoiding eye contact, in
contrast, is often interpreted as a lack of interest and disrespect”. Based on this
information, an interview candidate that moves their eyes rapidly around the room (so as
CBC1501/201
35
to seem like they are not staring at the interviewer), will come across as uninterested,
inattentive, non-engaging, disrespectful, and even nervous. Even though the interview
candidate may mean well by not wanting to come across as staring, the mentioned
unintended nonverbal messages that will be sent to the interviewer would ruin such a
candidate’s chances for employment.
The remaining options (1, 2, and 3) are all positive nonverbal cues that an interview
candidate could send to an interviewer. Option (1) would demonstrate interest and a sense
of openness and directness, as the interview candidate is positioning their body in the
direction of the interviewer. Option (2) would demonstrate that the interview candidate is
confident in themselves, whereas option (3) would communicate confidence, friendliness,
a willingness to engage and assertiveness, whilst at the same time reinforcing the verbal
message being conveyed.
QUESTION 19
Option 3
Remaining silent, and then giving a succinct summary of what he/she has just said
The focus of this question was to test your understanding of the types of listening, as well
as efficient and active listening skills that are appropriate for a specific context/situation.
Option (3) is the correct answer. Firstly, it demonstrates that you are listening for content,
where the main goal is “to understand and remember information” (Du Plessis et al
2009:156). Secondly, the answer demonstrates a combination of all of the active listening
skills: attending, following and reflecting (Du Plessis et al 2009:158). With attending
listening skills, which are inferred in this situation, you will be showing that you are willing
and prepared to listen by using appropriate body language and eye contact. Your following
skills will come to the fore by allowing for attentive silences, whereas your reflective
listening skills will show that you have not only “heard what has been said but also
understand the ... intentions of the message” (Du Plessis et al 2009:158). This
understanding is often displayed through a verbal summary of the major points, topics
and/or concerns. In the given context, the answer specifically refers to “remaining silent”
(following skill) and “giving a succinct summary” (reflective skill).
36
Option (1) is not necessarily incorrect, but it is definitely not the most appropriate answer
that could be given when considering all of the options. This option denotes following
listening skills specifically. This is an applicable listening skill, but is insufficient (in itself) to
demonstrate an understanding of the message. Also, it can be argued that the word choice
(“yeah ... yeah ... yeah”) is not the most suitable and professional when dealing with an
important client. When examining option (2), it is evident that content listening is not being
employed. Remember that when using content listening skills, as is called for in this
situation, “most of the communication flows from the speaker to you. Whether you agree or
disagree with the message is not important – only that you understand it”
(Du Plessis et al 2009:156). This is then obviously not the case if you are interrupting the
client regularly, whilst also giving him/her your own opinion. Option (4), in turn, is not
entirely incorrect, but, once again, it is not the best answer that could have been chosen.
Although it is necessary to be quiet whilst listening, it would be a good idea to at least
display some form of feedback that conveys that you are, indeed, listening and still up to
speed with what is being said. Short words or sounds that are accompanied by a nod of
the head every now and then would go a long way in showing that you are still listening
and interested.
QUESTION 20
Option 4
Closed and passive
In order to answer this question, you had to refer to the given scenario.
The correct answer is option (4) as it states that Sol is a closed and passive
communicator. According to Du Plessis et al (2009:168-169), “closed communicators are
typically non-communicators. Their problem is usually poor self-image, ... they are
insecure, ... disclose little about themselves and rarely request feedback. They generally
prefer to work alone and can be extremely productive”. These closed communicator
characteristics describe Sol perfectly as he keeps “his office door closed at all times”, he
“seldom, if ever, greets his colleagues”, “never attends social functions”, and yet “he is so
productive”. When looking at the element of a passive communication style,
Du Plessis et al (2009:169) note that passive or non-assertive people are “generally
reluctant to state opinions, share feelings, or assume responsibility for their actions
because they want to avoid conflict at all cost”. Passive communicators also tend to
CBC1501/201
37
“accept blame needlessly, and generally lack confidence” (Du Plessis et al 2009:169).
Once again, we can easily identify passive elements in Sol’s personality as he “refuses to
work in teams” and “rarely speaks at meetings”.
Option (1) is incorrect as Sol is neither a blind nor an aggressive communicator. Blind
communicators are characterised by being “typically overconfident [whilst tending] to throw
their weight around. They do not readily listen to feedback and ... have a need to control
situations ... [as] they often overestimate their abilities and communication skills” (Du
Plessis et al 2009:168). In turn, an aggressive communication style is when a person uses
“every opportunity to put down others with little concern for [their] feelings”. Aggressive
communicators are “self-opinionated, speak loudly, and interrupt others” and this kind of
behaviour impacts negatively on their relationships with others. They also often “initiate
conflict, rather than resolve it” (Du Plessis et al 2009:169). Option (2) is incorrect, even
though it is true that Sol is a passive communicator. Sol does, however, not display hidden
communicator qualities, such as being well spoken, polite, manipulative, suspicious, and
seeking “constant feedback about what is happening in the organisation” and how others
perceive him (Du Plessis et al 2009:168). Lastly, option (3) is clearly not relevant either,
although it is true that Sol is a closed communicator. As discussed above, Sol is not an
aggressive communicator, and, therefore, this answer is incorrect.
QUESTION 21
Option 4
Articulation
In order to answer this question, you had to refer to the given scenario.
Option (4) is the correct answer. The scenario is specifically referring to an oral
presentation or “speech” that is taking place face-to-face. When using this channel to
communicate a message, articulation – which can be defined as “the ability to say the
individual sounds or letters in a word correctly” (Du Plessis et al 2009:208) – is of special
importance. From the scenario, it is obvious that the speaker is having difficulty with his
articulation, as overt and clear reference is made to “slurs”, “stutters”, “rephrases” and “it
sounds like he cannot get the words out”.
Option (1) is incorrect because it refers to self-image. Self-image is the “concept or picture
that you have of yourself” (Du Plessis et al 2009:162). None of the six dimensions of self-
image (physical, psychological, intellectual, skills, moral or sexual) are overtly at play as a
38
communication problem in the given scenario. Option (2) is also incorrect as frame of
reference (existing knowledge/experience) is not the root of the speaker’s communication
difficulty. Lastly, option (3) is irrelevant as no reference is made to virtual teams and/or
networks. The scenario depicts a face-to-face communication encounter, not one where
space and time are transcended (Du Plessis et al 2009:23).
QUESTION 22
Option 3
If you are passive, and believe yourself to be a victim, you are likely to end up being
treated badly.
Du Plessis et al (2009:164) states that self-fulfilling prophecies “occur when what we
believe about ourselves and others often comes true”. It is maintained that self-fulfilling
prophecies influence our self-concept. People with a positive self-image, therefore, usually
“perceive others to be friendly and their attitude towards them is outgoing and pleasant”.
This positive behaviour thus “accounts, to a large extent, for the positive response they get
from others”. Conversely, people with a negative self-image “often feel rejected because
they perceive others as unfriendly and, from the outset, they behave defensively. They do
not understand that it is their very behaviour that causes others to reject them” (Du Plessis
et al 2009:165).
Option (3) is the best and most correct answer for this question. The logical and practical
phrasing of this answer exemplifies the theory, as explained by Du Plessis et al above, the
best. You cannot realistically expect people to treat you well and like you, if you constantly
believe and act as if you are a victim. If you act like a victim, you will eventually be treated
like one. If a person with this outlook wants to change their destiny, they will have to
actively change their mindset and behaviour, thereby no longer seeing themselves and
being seen by others as a passive bystander in their own lives. In other words, what you
sow is what you will reap.
Option (1) is incorrect as this option does not really have anything concrete to do with self-
fulfilling prophecies, which is what the question is about. Upon careful reading, you will
note that this option does not speak towards a belief that you have about yourself – a core
element that is necessary for a self-fulfilling prophecy. This option has merely taken some
information from the scenario, and presented it back to the reader in a distorted way.
Logically speaking, although people can expect good luck in life, they cannot realistically
CBC1501/201
39
sit around and do nothing whilst waiting for it to happen. Option (2) is also an
inappropriate answer as it only gives an example, which is not substantiated by some form
of fact, related to the notion of self-fulfilling prophecies. People with a negative self-image
could definitely feel that they just have to accept it when their company fails to encourage
them. But, in reality, you do not have to accept it! If you are an active participant in your
own life, a person with a strong will, sense of commitment and positive self-image, you can
rise above a situation like this even though the odds seem against you. Remember that it
is not necessary for external forces to encourage you, if you are already encouraged by
nature, as the rest of the world – including your company – will take note of this and
hopefully follow suit. Lastly, option (4) is a statement of fact that does not, in itself, refer
overtly to the notion of self-fulfilling prophecies. It is true that you will probably, at some
point in your working life, encounter such a situation as described in this option. However,
this probability will not morph into a self-fulfilling prophecy.
QUESTION 23
Option 1
Feedback
Du Plessis et al describe feedback as a verbal or nonverbal “response” to a message in a
communication context (Du Plessis et al 2009:10). In this light, considering Zahara’s action
of nodding her head to indicate her agreement to the interviewer’s message is a nonverbal
response. Therefore, option (1) is the key for this question (the keyword being “responds”).
Therefore, although options (2), (3), and (4) refer to components of the communication
process, they are not the correct selections for this question. To explain, within the context
of this scenario, the role of the recipient would be interchangeable in this interaction.
Zahara would initially be considered the recipient of the interviewer’s message, whereupon
she responds by nodding her head. The recipient of Zahara’s nonverbal response would
now be the interviewer. The scenario does not emphasise either of these interactions, but
emphasises Zahara’s response (the feedback) in this instance, therefore option (2) is
incorrect. Similarly, the scenario does not emphasise the message (only Zahara’s
nonverbal message has been stated in the scenario, but not the interviewer’s message)
nor the channel of communication (the means through which the message/s in this
interactive communication process has/have been transmitted). The point being made
here is that options (3) and (4) are not the best choices for this answer, as the scenario
refers to the interchangeable nature of the communication process; and to determine the
40
importance of the message or the channel the complete details of the entire
communication process had to be given, which is not the case in this scenario. The only
component that can be determined clearly from the brief information provided is the
response (feedback) Zahara provides to the interviewer.
QUESTION 24
Option 1
A speech using Monroes’ motivated sequence
The correct answer to this question is option (1) as the scenario is a clear and overt
example of a “speech”, which is then also contained in this option’s formulation. The
specific kind of speech that is being carried out is one of persuasion, and in order to
persuade effectively, Monroe’s motivated sequence is used. “Monroe’s motivated
sequence consists of five steps designed to persuade listeners to adopt a point of view
and then motivate them to take the desired action” (Du Plessis et al 2009:211). When one
closely examines the principal’s speech, it is easy to identify each one of the five steps –
attention, need, satisfaction, visualisation, and action – all of which are working towards
the overarching desired action that is to “work hard here at school and dream big”.
Option (2) is incorrect as no mention is made of any conflict, and without conflict there can
be no conflict resolution. Option (3) is incorrect as the scenario is not a description of
nonverbal behaviour, in fact, it is very much about a verbal message as contained within
the channel of a speech. Option (4) is incorrect because there is no mention of a team or
of team performance. The principal’s speech is rather aimed at the individual learners at
the school, not at the collective.
QUESTION 25
Option 4
a b c
Du Plessis et al (2009: 169) state, “the goal of assertive behaviour is neither to avoid
conflict nor to dominate a relationship, but to communicate feelings and opinions honestly
and clearly.” Assertive people are neither aggressive nor passive, but are confident and
fair in their communicative interactions. Therefore, taking these characteristics of assertive
behaviour into consideration, option (4) would represent the best selection of statements
that describe the assertive communicator. Assertive people take responsibility for their
actions (a), protect the rights of others (b), and display synchronous verbal and nonverbal
CBC1501/201
41
messages (c) (Du Plessis et al 2009:170), indicating that option (4) is the key for this
question.
Assertive people would not use a forceful tone on others (d), nor be uncompromising (e),
as these would be the traits of an aggressive person looking for an opportunity for conflict
(Du Plessis et al 2009:169).
4 CONCLUSION
I trust that you have found this tutorial letter helpful. Good luck with your studies and the
examination! If you have any queries or need any advice, please feel free to contact me.
You are also more than welcome to send me an e-mail and we will respond as soon as
possible. Please join the discussion forum on myUnisa and follow us on Twitter
@CBC1501 as well!
Ms. A. Abdool Satar
A. A. Satar
012 429 4203
SOURCES CONSULTED
Du Plessis, D, Dowling, F & Steinberg, S. 2009. Money talks: communication in business
contexts. Johannesburg: Heinemann.
University of South Africa. Department of Communication Science. 2012. Communication
in business contexts: Only study guide for CBC1501. Pretoria.
University of South Africa. Department of Communication Science. 2017. Communication
in business contexts: Tutorial Letter 101/3/2017 for CBC1501. Pretoria.
University of South Africa. Department of Communication Science. 2017. Guidelines and
information regarding your studies: Tutorial Letter 301/2017 for CMNALLE. Revised
edition. Pretoria.
